Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr <p style="text-align: justify;">Progressa, a periodic scientific publication since 2017 published 2 (two) times a year using a peer-reviewed system in article selection. Scientific work on research results, surveys, and literature review closely related to the field of Islamic religious education viewed from various perspectives: Development of Education, Educational Psychology, Education, Sociology of Education, Religion, interreligious relations (Pluralism) or comparative studies of Islamic Education</p> Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto en-US Progressa: Journal of Islamic Religious Instruction 2579-9665 Perilaku Efektif Guru dalam Melaksanakan Kegiatan Pembelajaran Individu secara Klasikal http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/155 <p style="text-align: justify;">Effective classroom teachers don't have many problems, while ineffective classroom teachers are characterized by continuous disruption and chaos. By observing classroom teachers who are effective and ineffective. A good teacher is a teacher who in his PBM is able to inspiring teaching students, he is able to turn on great ideas, great desires for his students, able to develop creative and innovative traits. Based on the focus of the study, this study aims to describe the Effective Behavior of Teachers in Implementing Individual Learning Activities in a classical manner. The teacher's approach is the process, method or action that is approached by a teacher to students to create an effective and efficient learning process, in teaching, the teacher must be clever in using a wise and wise approach, the teacher's view of students will determine attitudes and actions. For teachers, the ability to apply the principles of learning in the learning process will help improve the effectiveness of learning management which in the end can be achieved with the learning objectives formulated.</p> M Mustain Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-16 2019-05-16 2 2 1 8 10.32616/pgr.v2.2.155.1-8 Pengaruh Pelatihan dan Supervisi terhadap Prestasi Kerja Dimediasi Variabel Etos Kerja Guru pada SMP Negeri Gondang 2 Mojokerto http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/129 <p style="text-align: justify;">Kepala sekolah perlu mendorong para gurunya agar mempunyai prestasi kerja yang tinggi dengan harapan memperoleh banyak keuntungan bagi sekolah, namun tidak membuat guru merasa dirugikan. Kondisi ini sangat dipengaruhi oleh peran seorang pemimpin dalam organisasi, supervisi dan pengembangan guru. Tujuan dari penelitian ini adalah : 1) Untuk mengetahui dan menganalisis pengaruh pelatihan terhadap etos kerja guru. 2) Untuk mengetahui dan menganalisis pengaruh Supervisi terhadap etos kerja guru. 3) Untuk mengetahui dan menganalisis pelatihan terhadap prestasi kerja. 4) Untuk mengetahui dan menganalisis pengaruh Supervisi terhadap prestasi kerja. 5) Untuk mengetahui dan menganalisis pengaruh etos kerja guru terhadap prestasi kerja. 6) Untuk mengetahui dan menganalisis pelatihan terhadap prestasi kerja dimediasi variabel etos kerja guru. 7) Untuk mengetahui dan menganalisis pengaruh Supervisi terhadap prestasi kerja dimediasi variabel etos kerja guru. Berdasarkan pada pertimbangan waktu, tenaga, dan dana, serta ruang lingkup permasalahan dan banyaknya jumlah subjek dalam populasi yang jumlahnya 336 orang, maka penelitian ini menggunakan rumus slovin dengan signifikasi (p) (0,1) sehingg ditentikan sampel sehumlah 79 orang. Dimana seluruh anggota populasi dijadikan sampel, alat analisis data menggunakan software SmartPLS versi 3.3.7. Dari hasil penelitian dapat disimpulkan sebagai berikut: 1) Pelatihan berpengaruh signifikan terhadap Etos kerja guru 2) Supervisi tidak berpengaruh terhadap Etos kerja guru 3) Pelatihan tidak berpengaruh terhadap Prestasi kerja 4) Supervisi berpengaruh signifikan terhadap Prestasi kerja 5) Etos kerja guru tidak berpengaruh terhadap Prestasi kerja 6) Pelatihan berpengaruh secara tidak langsung terhadap Prestasi kerja melalui Etos kerja guru 7) Supervisi berpengaruh secara tidak langsung terhadap Prestasi kerja melalui Etos kerja guru</p> Anwar Sholihin Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-08 2019-05-08 2 2 9 16 10.32616/pgr.v2.2.129.9-16 Model Adopsi Daptasi Kurikulum 2013 dan Cambridge University bagi Madrasah http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/156 <p style="text-align: justify;">Cambridge International Examination is a unit at Cambridge University that provides an international curriculum to be adopted in all countries. In accordance with Minister of National Education Regulation (Permendiknas) No. 22/2006, and No.23 / 2006, that schools are given the freedom to develop their education curriculum. The objectives of this study are: 1) Describe the implementation of the 2013 curriculum model and Cambridge University. 2) Describe how to adopt and adapt the 2013 curriculum and Cambridge University. 3) Describe supporting and inhibiting factors Implementation of the 2013 curriculum adaptive adoption model and Cambridge University. This study uses a qualitative approach with a phenomenological study design. Regarding the presence of researchers in qualitative research, researchers acted as the main instrument. To prove that the data in this study can be accounted for, then the technique used is triangulation, which is checking the validity of data by comparing data obtained from one source with the same data from other sources in different times and places. The results of this study concluded: 1) the 2013 curriculum adaptive adoption model and Cambridge University did not leave the Core curriculum and the main points of learning material used from the Ministry of Education and Culture (Kemendikbud) and the Ministry of Religion (Kemenag). 2) Adaptation carried out is the adjustment of certain elements that already exist in the National Education Standards by referring to the Education standards at Cambridge University, or SI / SKL following Islamic education institutions that use SI / SKL from OECD member countries. Adoption of the curriculum is to improve certain elements with other curricula that have certain special qualities or Adoption used is done after going through a mapping process between SI / SKL and SI / SKL by improving KKM and teacher quality. 3) Factors supporting adaptive adoption of 2013 curricula and Cambridge University: 1) extra principal's physical and mental performance, 2) vertical and horizontal coordination of school principals, and 3) innovative thinking of school principals 4) school committees in this case fully support school policy 5) the attitude of the people who have received socialization or at least know that they are very trusting and supportive. 6) the enthusiasm and dedication of teachers who are constantly upgrading themselves and further studies. 7) Learning facilities that meet the requirements 8) availability of funds. The inhibiting factors are: 1) Too idealistic principals so that the ranks are less able to catch up, 2) the headmaster is too careful to make adaptive adoption of the 2013 curriculum and Cambridge University not yet fully implemented, 3) school committees still lack understanding of the 2013 curriculum adaptive system Cambridge University, 4) people who did not know about this implementation, they ridiculed and sanctioned specifically with HR readiness. 5) the distribution of increasing teacher understanding is not balanced</p> Isno Isno Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-16 2019-05-16 2 2 17 26 10.32616/pgr.v2.2.156.17-26 Membina Kemampuan Kepala Sekolah dalam Melakukan Evaluasi dan Pelaporan Pelaksanaan Program Kegiatan Sekolah melalui Supervisi Manajerial di Wilayah Kepengawasan Gugus Sekolah 03 Kecamatan Prajuritkulon dan Gugus Sekolah 01 Kecamatan Kranggan Kota Mojoker http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/131 <p style="text-align: justify;">In this global era, the ability of schools to change depends on their capacity to learn ... Principals, for example, must comply with various system requirements and manage routine administrative tasks. The principal is required to be able to evaluate and report on the implementation of school activities. The purpose of this study are: Describe the ability of the principal in evaluating and reporting the implementation of school activity programs in the field of Work Programs, Regulations and Decisions, Guidance, Other Administration through managerial supervision in School Cluster Monitoring Areas 03 Prentarakulon District and School Clusters 01 Kranggan District Mojokerto City . This research uses action research as many as two cycles. Each cycle consists of one meeting, each meeting consisting of four stages: design, activities and reflection and revision observations. The target of this research is the Principal in the School Cluster Monitoring Area 03 of the Prentarakulon and School Cluster 01 District of Kranggan, Mojokerto City with 12 people. Data obtained in the form of managerial supervision results which include: Work Programs, Regulations and Decisions, Guidance, Other Administration. The success of the learning process in cycle II shows that the cycle can be stopped because it has met the target of&gt; 80%. This is evident from the average increase in the performance of principals from 72.70% in the initial conditions, increasing to 78.92% in the first cycle and increasing to 87.81% in the second cycle. The conclusions of this research are: 1) The principal can evaluate and report on the implementation of the school activity program in the Field of Work Program through managerial supervision. 2) Principals can evaluate and report on the implementation of school activities in the field of Regulations and Decisions through managerial supervision. 3) The principal can evaluate and report on the implementation of school activities in the field of guidance through managerial supervision. 4) The school principal can evaluate and report on the implementation of other administrative activities in the school administration program through managerial supervision</p> Sunarijah Sunarijah Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-08 2019-05-08 2 2 27 46 10.32616/pgr.v2.2.131.27-46 Implementasi Strategi Membaca dan Menghafal Al Qur’an dan Pengaruhnya Terhadap Kemampuan Membaca dan Menulis Arab permulaan http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/132 <p style="text-align: justify;">It was realized and became a consensus that education including Islamic education had a big contribution in realizing a superior civilization of the nation. But the fact states that the direction of Islamic education is still lagging behind and not to mention the dualism of the education system in Indonesia that is dictoomic (contradictory which tends to distance from one another) Based on the problem statement, this study aims to describe the Implementation Strategy of reading and memorizing the Qur'an and its influence on the ability to read and write Arabic beginning. This study follows an exploratory, descriptive and explanatory research design. The population is 23,960 children consisting of 279 Institutions (Al-Qur'an Education Park). The method of sampling in this study is that this study uses a simple random sampling system with the Slovin formula and from the members of the population taken as samples there are 100 respondents with the level of sig. p (0.01) In this study the authors used multiple linear regression analysis techniques. The results of this study concluded that there was a significant positive effect on the implementation of reading and memorizing strategies for the ability to read and write Arabic beginning</p> Akhmad Pandu Setiawan Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-08 2019-05-08 2 2 47 52 10.32616/pgr.v2.2.132.47-52 Pengaruh Literacy Skills dan Task-Based Instruction terhadap Intelectual Skills Siswa Tingkat Dasar http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/133 <p style="text-align: justify;">In a society that is changing, schools cannot provide intellectual costs from items of special knowledge for lifelong use. The shift that must occur in the content of teaching is a change from emphasis mainly on certain knowledge items that may soon become obsolete, into changes with intellectual skills that can be applied to a broad and mostly unexpected list of tasks and situations. This study aims to: 1) Assess <em>Literacy skills</em> and <em>task-based instruction</em> influencing students 'intellectual skills 2) Assessing <em>Literacy skills</em> and <em>task-based instruction</em> influences students' basic level of intellectual skills. This research is a type of survey research, namely research conducted using a questionnaire as a research tool. The purpose of survey research is to provide a detailed description of the background, traits, and characteristics that are typical of the case will be made into a general matter. In this study the object was a fifth grade student at SDN Kauman II with 15 students and SDN Kauman III Ngoro Jombang with 13 students. The method of sampling in this study is that this study uses a census system because all elementary level students are sampled. Data analysis using multiple linear regression with the help of spss v. 20. The results of the discussion can be summarized as follows: 1) <em>Literacy skills</em> and <em>task-based instruction</em> have an effect on students 'intellectual skills 2) <em>Literacy skills</em> and <em>task-based instruction</em> have an effect on elementary students' intellectual skills.</p> Mohammad Badru Tamam Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-08 2019-05-08 2 2 53 58 10.32616/pgr.v2.2.133.53-58 Pelaksanaan Pembelajaran Komunikasi Non-verbal Bahasa Arab dengan Bahasa Tubuh sebagai Pemahaman Kinesik Lintas Budaya http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/134 <p style="text-align: justify;">Arabic is a universal language, Learning Arabic cannot be separated from the social and environmental environment that surrounds it. Learning Arabic requires adaptation to the environment which is an integral part of educational institutions. Students are part of the learning process, after formal education is complete, then they again become one of the important elements in society. Non-verbal language is statement forms of personality or personality traits that are manifested in body movements. Arabic is also an interesting study, where Arabic is one of the dominant Semitic languages ​​and still persists today. Based on the focus of the study, this study aims to describe: The Implementation of Learning Arabic non-verbal communication with Body Language as a cross-cultural kinesic understanding. This research is "Library Research". The research data used is secondary data. The data collection technique used by the authors in this study is documentation. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. While data analysis in this study was carried out during and after data collection using descriptive-critical-comparative methods, and content analysis methods. From the results of the analysis it was concluded that: 1) In its development language became a feature of a culture. At a minimum it becomes a differentiator between one community and another in terms of language use. 2) Since the first year of his life in the world, children take part in conversations using body language and non-verbal cues. Then little by little they learn linguistic codes of language, how codes represent objects, events and types of relationships between objects and events. They learn how to send and receive orders with spoken language. 3) The role of Arabic in national culture has taken an important part since the development of Islam in the archipelago in the XIII century and its role is still felt lexically and semantically</p> Isma'il Ismail Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-09 2019-05-09 2 2 59 68 10.32616/pgr.v2.2.134.59-68 Analisia Kegagalan Pengajaran Pendidikan Agama Islam secara Klasikal dalam Perspektif Komunikasi Verbal Monologis http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/135 <p style="text-align: justify;">Implementation of 2013 Curriculum in Indonesia with a scientific approach shows that most learning activities are directly related to communication. This study aims to describe: failure of teaching classical Islamic education in a monological verbal communication perspective. This research is "Digital Library Research" The research data used is secondary data. The data collection technique used by the authors in this study is documentation. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. While the data analysis in this study was carried out during and after data collection using descriptive-critical-comparative methods, and content analysis methods. From the results of the analysis concluded that: failure of teaching Islamic religious education classically in the perspective of monological verbal communication is influenced by several factors including 1) Psychological reasons: That there can be some students who can not catch what the teacher said well and there are also some students who have limitations to understand teacher explanations, and some are not able to digest various teacher explanations for too long, or some have various limitations in some of the above aspects, simultaneously, so that the effectiveness of teaching becomes very disturbed. 2) Emotional Reason: That indeed there are students who have limitations in learning participation in Islam because of the form of delivery, either because they are in an angry atmosphere, feel embarrassed because of being humiliated by the teacher, fear or feeling displeased with the teacher delivering the subject of Religious Education Islam. All these emotional symptoms will interfere with the effectiveness of delivering teaching materials from the teacher to students. 3) Cultural Reasons (Culture): namely that among students there are those who have cultural constraints in the communication process, such as weaknesses in understanding various clues, or weaknesses in understanding the symbols used in communication, so that the process of delivering information on Religious Education becomes ineffective. Personal reasons, which can occur if there are students who are personally really not interested in listening to the delivery of Islamic Education teaching materials from the teacher, although many of them like it</p> Yenny Imro'atul Mufidah Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-09 2019-05-09 2 2 69 78 10.32616/pgr.v2.2.135.69-78 Peningkatan Kemampuan Berfikir Reflektif untuk Meningkatkan Retensi pada Mata Pelajaran Pendidikan Agama Islam di SMP Islam Brawijaya Mojokerto http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/136 <p style="text-align: justify;">When students study Islamic religious education, there are several problems that cannot be solved easily by students using the usual procedures used, students must understand at least being able to read the Qur'an, students must understand the science of jurisprudence, morals, and even the history of Islamic civilization and Arabic almost simultaneously. Often students find it difficult to determine the steps to be taken. For this reason, students need to recall the knowledge that has been held and stored in their memories. The purpose of this study was to describe reflective thinking skills to improve retention in Islamic Religious Education subjects at the Mojokerto Student Islamic Middle School. This research is a qualitative descriptive study, carried out in class IX students of Brawijaya Islamic University in Mojokerto in the academic year 2017/2018. The data collection method used is the interview method. The data obtained are then analyzed based on predetermined reflective thinking indicators. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. While data analysis in this study was carried out during and after data collection using descriptive-critical-comparative methods, and content analysis methods. From the results of the analysis concluded: 1) Reflective thinking that must be developed by the teacher so that students can carry out activities that include activities: observing, reflecting, collecting data, considering moral principles, making estimates, considering strategies and actions. 2) At the stage of absorbing and storing learning outcomes (retention) with the knowledge possessed to interpret the problem at hand. At the stage of planning problem solving, students can determine the strategies or steps that will be used to answer test questions or problems in life</p> Muhammad Budi Arief Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-10 2019-05-10 2 2 79 84 10.32616/pgr.v2.2.136.79-84 Pengaruh Penggunaan Media Pembelajaran Interaktif Berbantuan Video Online terhadap Kemampuan Berpikir Kritis Mahasiswa Pada Mata Kuliah Bahasa Arab Semester III di STIT Raden Wijaya Mojokerto http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/137 <p style="text-align: justify;">Arabic is an important language for any Muslim community, Learning Arabic is placed as a main activity. It's just that to shape the learning atmosphere while providing opportunities for students to master language skills it becomes a challenge. The objectives of this study are: 1) Describe and analyze the use of interactive learning media assisted by online video can improve critical thinking skills. 2) Describe and analyze the differences in critical thinking skills of students who use interactive learning media assisted by online videos with those who do not use interactive learning media assisted by online videos. 3) Describe and analyze the influence of using online video assisted interactive learning media on critical thinking skills. The research method used was a quasi experiment on two different classes, namely the third semester of STIT Raden Wijaya Mojokerto. One class was treated using interactive learning media and one was given treatment using conventional methods in learning Arabic. The results of the study concluded that: 1) The use of online instructional media assisted by online videos can improve students 'critical thinking skills in the third semester Arabic language courses at STIT Raden Wijaya Mojokerto, 2) There are differences in students' critical thinking skills using online learning media assisted by online video with those who do not use interactive learning media assisted with online videos on the third semester Arabic language courses at STIT Raden Wijaya Mojokerto, 3) The use of online instructional media assisted by online videos has a significant effect on students' critical thinking skills in Arabic semester III at STIT Raden Wijaya Mojokerto</p> Muthoharun Afif Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-10 2019-05-10 2 2 93 98 10.32616/pgr.v2.2.137.93-98 Pengaruh Enabling environment, Knowledge infrastructure, Human and physical resource terhadap Kemampuan Mengajar Semester Akhir dengan Variabel antara School Management and Governance pada Program studi Pendidikan Agama Islam Sekolah Tinggi Ilmu Tarbiyah http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/138 <p style="text-align: justify;">The success of teaching learning depends on; (1) Enabling environment; (2) Knowledge infrastructure; (3) Human and physical resources, and (4) school management and governance. Finally, the above is determined by an education policy. The objectives of this study are: 1) To find out and analyze the influence of Enabling environment on school management and governance. 2) To find out and analyze the influence of Knowledge Infrastructure on school management and governance. 3) To find out and analyze the influence of Human and physical resources on school management and governance. 4) To find out and analyze the effect of the Enabling environment on the ability to teach in the final semester. 5) To find out and analyze the influence of Knowledge infrastructure on the ability to teach in the final semester. 6) To find out and analyze the influence of Human and physical resources on the ability to teach in the final semester. 7) To find out and analyze the influence of school management and governance on the ability to teach in the final semester. 8) To find out and analyze the direct influence of Enabling environment, Knowledge infrastructure and Human and physical resources on the ability of final semester teaching through variables between school management and governance. Based on the consideration of time, energy, and funds, as well as the scope of the problem and the large number of subjects in a population of 53 people, this study uses census research. Where all members of the population are sampled. The results of the study can be summarized as follows: 1) Enabling environment does not have a significant effect on school management and governance. 2) Knowledge infrastructure has a significant effect on school management and governance. 3) Human and physical resources have a significant effect on school management and governance. 4) Enabling environment has a significant effect on the ability to teach in the final semester. 5) Knowledge infrastructure has a significant effect on the ability to teach in the final semester. 6) Human and physical resources have no significant effect on the ability to teach in the final semester. 7) School management and governance have no significant effect on the ability to teach in the final semester. 8) Enabling environments, Knowledge infrastructure and Human and physical resources each directly influence the ability of final semester teaching through variables between school management and governance</p> Salim Ashar Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-10 2019-05-10 2 2 99 106 10.32616/pgr.v2.2.138.99-106 Pemantapan Keterampilan Dasar Mengajar Calon Guru Pendidikan Agama Islam dengan Pedagogi Multiliteracy pada Program Studi Pendidikan Agama Islam Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/139 <p style="text-align: justify;">The teacher must control the environment as an important part of the process that occurs in the black box, it still must be an important part so that there is not one second that is not useful for the child, since they entered the school gate. Preparation in class, in class, rest periods and also their time at the house of worship, even when they are in the school canteen, are productive times to change their behavior, both ways of thinking, behaving and acting, or even increasing skills and their skills. Based on the focus of the study, this study aims to describe the strengthening of basic teaching skills of Islamic Religious Education teacher candidates with multiliteracy pedagogy in the Islamic Education Study Program at the Raden Wijaya Tarbiyah College of Education in Mojokerto. This research is "Library Research". The research data used is secondary data. The data collection technique used by the authors in this study is documentation. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion it can be concluded that the strengthening of the basic teaching skills of Islamic Religious Education teacher candidates with multiliteracy pedagogy in the Raden Wijaya Mojokerto Islamic School of Higher Education Islamic Studies Study Program is to make prospective teachers effective. To be an effective teacher must be able to motivate and support students so that they are well equipped to face every challenge given to them both academically and vice versa. With all of the above skills, you will always get an effective teacher degree that inspires students in more than one way</p> Muhammad Munib Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-10 2019-05-10 2 2 107 112 10.32616/pgr.v2.2.139.107-112 Studi al-Qur’an dan Hadits Mengenai Konsep Tarbiyah Iradah dalam Konsepsi Manajemen Sumber Daya Manusia (MSDM) http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/140 <p style="text-align: justify;">The lack of interest of the community in choosing Islamic education institutions is actually not because there has been a shift in Values ​​or religious ties that are starting to fade, but because most existing Islamic education institutions are less promising in the future and less responsive to current and future demands and demands. In fact, there are at least three things that are considered by the community in choosing educational institutions, namely Values ​​(religion), social status and ideals. The purpose of this article is to discuss the conception of Human Resource Management in students, especially related to Tarbiyatul Iradah. From the description that has been presented about the Study of the Qur'an and Hadith regarding the tarbiyah Iradah concept in the conception of Human Resource Management (HRM), it can be concluded as follows: 1) High quality human resources are resources that are able to create not only comparative value, but also innovative-generative competitive value using the highest energy such as intelligence, creativity, and imagination. 2) HR management that is effective and efficient towards our human beings, must go through four basic steps, namely; First, awareness that humans are servants of Allah SWT (Abdullah) and at the same time are His caliphs on earth; Secondly, as His caliph, every action must be based on the concept of being fair and not tyrannizing anyone; Third, synchronization between organizational goals and individual HR goals, namely Allah SWT, and; Fourth, the reference in human resource management is the character of the Prophet (Siddiq, Amanah, Fathanah, and Tabligh) 3) Tarbiyah as an effort in educating humans with the knowledge carried out by educators on the physical and spiritual development of students towards the formation of the main personality obedient to God, virtuous noble character, high knowledge and physical and spiritual health. Tarbiyah elements; a) Understanding and appreciation of Islam, b) Growth, Care and maintenance of faith, c) Growth of potential and talent so that it becomes a skill, d) The existence of stages (marhaliyah)</p> Aan Eko Khusni Ubaidillah Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://creativecommons.org/licenses/by-sa/4.0 2019-05-11 2019-05-11 2 2 121 130 10.32616/pgr.v2.2.140.121-130